Researching Education: Data, methods and theory in educational enquiry

Description

What is legitimate knowledge? What is the relationship between the collection and analysis of data? Looking at the theory and practice of researching education, this book examines the philosophical, historical, political and social contexts of research and the implications of these for the collection and analysis of data.

David Scott is Professor of Curriculum, Pedagogy and Assessment and Faculty Director of Teaching and Learning at the IOE, UCL's Faculty of Education and Society, University College London, UK. Robin Usher was Professor of Research Education and Director of Research Training at RMIT University, Melbourne, Australia. He is now a freelance consultant.

'A rigorous and thought-provoking text which challenges the intellectual sloppiness that informs much educational research. The book challenges us constantly to reconsider our own assumptions and those of others in evaluating the claims that are made about what research does and does not, can or cannot, tell us.' Richard Edwards, Professor of Education and Head of The Stirling Institute of Education, University of Stirling, UK 'An elegant tour through the key philosophical positions on research and a detailed and practical description of approaches and methods common in educational research. It will serve as an excellent text for new researchers and those wishing to understand the implications of the approaches and methods they are using.' Alison Lee, Professor of Education and Director of the Centre for Research in Learning and Change, University of Technology, Sydney, Australia This book outlines the importance of (and dearth of, in many research reports) the examination and explication of the theoretical underpinnings, philosophical viewpoints and power relationships within educational research, and is useful for both postgraduate and doctoral students. -- Evaluation and Research